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History

Department Vision:

To strive towards high quality learning across all key stages and engender an enthusiasm and passion for the study of History in as varied a way as appropriate.

We in the History department centre our thoughts and preparations on the pupils` learning. We want everyone to aim high, to have opportunities for challenge, and to be determined to achieve the best possible results throughout the Key Stages. We want pupils to enjoy History and to develop essential skills, such as evaluation and interpretation, which can be used to advantage in later life. We also strive to develop collaborative links with other local schools and organisations, and Key Stage 2 to 3 transition is a core value for us. Lastly, our vision also includes an increasingly active role for parents and Governors in the life of the department. The History team has been successful in the past, is successful now and at the forefront of new initiatives now, and we intend to be even more successful in the future, working for the benefit of our pupils and their prospects.

Boys in Year 7 follow a course of study to include The Romans and key aspects of Medieval History. Importantly, Year 7 involves a Local History Homework Project that straight away allows the pupils to work independently. In Year 8 the boys study Native Americans and also Tudor and Stuart Britain. Year 9 learning concentrates on British history from 1741 – 1900 including Empire and Industrial Revolution and aspects of the Twentieth Century. Due to split classes it is not always possible to do this in chronological order and due to the large amount of subject content involved in all the wider course headings it is at the discretion of the teacher which aspects of course content is studied. The emphasis is on the skills developed in the learning and the progress made rather than course content alone. Further details are offered below.

At SFX we endeavour to introduce pupils to what is involved in understanding and interpreting the past; to trigger their spirit of enquiry; to capture pupils’ attention and stimulate their imagination – to carry them off into the past, evoking interest and curiosity.

We regard this as highly relevant learning as the past often informs the present and the future and the skills learned in evaluation, research, interpretation and many others have significance for the future learning of the pupils and their future employment.

The Place And Importance Of History In The Curriculum

“History fires students` curiosity about the past in Britain and the wider world. Students consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced the actions of people. As they do this, students develop a chronological framework for their knowledge of significant events and people. They see the diversity of human experience, and understand more about themselves as individuals and members of society. What they learn can influence their decisions about personal choices, attitudes and values. In history, students find evidence, weigh it up and reach their own conclusions. To do this they need to be able to research, sift through evidence, and argue for their point of view – skills that are prized in adult life. “ Source: National Curriculum documents

Our department aims to:

Guide students in learning facts about the past

Promote active learning and enquiry

Expand students’ knowledge of local, national and international communities

Cultivate an understanding of cause, historical empathy and chronology

Curriculum Information

Key Stage 3

Key Stage 3 at SFX (This is the preferred model. However, due to split classes and the possibility of a class learning with more than one teacher, it is possible that the units will be done simultaneously with each teacher taking responsibility for one of the units of study for a particular year group)

General Rationale

All History learning should be conducted within the six unit headings. Pupils should be encouraged to gain a wide chronological framework from British, European and Wider World perspectives. There will also be a Local History study, which initially will be done as a Year 7 research homework project done as an independent investigation. Teachers have the flexibility to act as curriculum makers and choose the subject content within the Unit headings. Pupils should be encouraged to achieve a broad knowledge and understanding of History. Teachers should relate each aspect of the study to the skills they intend pupils to develop. Underpinning the progression of skills should be a common theme of pupils assessing themselves and being teacher/peer assessed by perceptive questioning and there should be frequent opportunities to present written narratives. This will allow for a high profile of core knowledge. Emphasis should be placed on pupils understanding why they are learning particular topics, where it fits and how this will help their progress in terms of skills used and knowledge and understanding gained.

Teaching History : June 2014

“Michael Maddison, Ofsted`s national lead adviser for History [has highlighted] the questions that teachers ought to be asking…… with a recurring emphasis on developing a clear and convincing rationale for the choices that you make about what you are teaching and why you are teaching it at a particular time.”

Year 7

Term 1 Topics: Unit One : The Romans ; Homework Unit : Local History Project

Unit One: The study of an aspect or theme in British History that consolidates and extends pupils chronological knowledge from before 1066

The Romans

Pupils will study the nature of Roman political and military power in Britain through a selection of case studies developed by the individual teacher. The focus will be on how the Roman period led to change and development and there are possibilities for considering the depth study as an example of a significant turning point. The unit will begin the process of pupils developing a coherent, chronological narrative of Britain and how it has been influenced by the wider world. It will also engage pupils in the understanding of the nature of an ancient civilisation and the expansion and dissolution of empires. Key historical concepts such as continuity and change will be addressed and the study can also act as an historical enquiry through the use of sources combined with factual knowledge based learning.

Term 2/3 Topics: Unit 2 : The development of church, state and society in Medieval Britain (1066-1509)

Unit Two:The development of Church, state and society in Medieval Britain 1066-1509 From Hastings to Tudor times

Pupils will extend and deepen secure knowledge of British History through a selection of topics and themes developed by the individual teacher. Many significant people and events will be studied which will engage pupils in making connections and the analysis of trends over a long period of time. A historically grounded understanding of abstract terms such as parliament or peasantry can also be developed. Historical concepts can focus on continuity and change, significance, cause and consequence or similarity and difference

Year 8

Term 1-3 Topics: Either Unit 3 : The development of church, state and society in Britain (1509-1745) or Unit 4 World History – Native Americans

Unit Three: The development of Church, state and society in Britain 1509-1745

Tudors, Stuarts, Hanoverians

Pupils will develop from Year 7 and continue the broad sweep of British history from the Reformation, the first colonies in America and contact with India, the Civil Wars into the Act of Union 1707 and the early Hanoverian/Jacobite period. Society, economy and culture can also be addressed in this study. Pupils will continue to have a curiosity about the past inspired in them and they will be encouraged to further their ability to ask increasingly perceptive questions. Critical thinking will be deepened and learning can also be framed by pupils offering their own structured accounts to include written narratives and analyses.

Native Americans

Pupils will study the nature of life in a variety of Native American societies furthering an understanding of the process of change, the diversity of societies and the relationships between different groups. The unit can also be used to weigh evidence, sift arguments and continue the development of perspective and judgement. There is some connection (in the early period) to how Britain has influenced the wider world and the study of non-European societies is definitely developed.

Year 9

Term 1-3 Topics: Either Unit 5 : Britain 1745-1901 or Unit 6 : The Twentieth Century and its impact

Britain 1745-1901

Pupils will have access to a wide range of possible topics chosen at the discretion of individual teachers. The Age of Enlightenment is a possibility to establish links with Europe and beyond. This can also be done with the Seven Years War and the French Revolutionary Wars. The narrative of British history over a long time period can be continued with a study of the Industrial development and the impact this had on Society. The development of the British empire can be studied further, as can the 19th Century political developments and the beginnings of the increase in the franchise. Ireland and Home Rule can also be studied. By this stage of Key Stage 3 pupils may even be gaining a sense of the complexity of people`s lives in the past and how they faced the challenges of their time. The concept of individuals shaping Britain and beyond could be covered and the knowledge and understanding of Britain`s place in the wider world should not be lost. Pupils could draw contrasts in their use of historical concepts.

The Twentieth Century and its impact

Pupils will study the challenges faced by Britain, Europe and the wider world in the Twentieth Century and beyond. Topics could include the Suffrage movement, World War One and Two and the creation of a Welfare State. Other issues could include Indian independence and Britain`s place in the world since 1945.

History in Key Stage 3 : Skills

History is taught as a separate subject throughout the school. At this level students are taught in setted ability groups. Students will cover a number of topics whilst developing the following skills

Chronological understanding

Knowledge and understanding of events, people and changes in the past

Historical interpretation

Historical enquiry

Organisation and communication

Some examples of topics covered up to Year 9 are: The Roman Empire, Medieval England, Early Modern Britain – The Reformation, Tudors, English Civil War, England 1750 – 1900 – The Industrial Revolution, Slavery and Empire, World Wars 1 and 2, The Holocaust and the Civil Rights movement.

Key Stage 3 History : Skills

History is a compulsory subject for all students at Key Stage 3 and is taught for two hours every week. Each year has a distinct focus, whilst key skills are regularly revisited in different contexts.

‘synoptic’ year exploring the significance and change. comparing, contrasting and analysing a range of key moments of change:

knowledge and skills that will form a foundation for the GCSE and A Level courses we follow. We focus on exploring links

Assessment must be understood by the students through the use of AfL

At key stage 3 History is taught in an interesting and dynamic way taking in to account recent learning and teaching developments.
Please click on the links at the bottom of this page for Year 7, 8 and 9.

significant individuals and events in the history of Britain.

Connections are made between events, and changes over time are also studied.

The economic, cultural, social and political developments of the different periods and states are studied.

Historical evidence is evaluated and different interpretations are analysed.
By the end of Key Stage Three, pupils will have acquired the following knowledge and skills:

1 Chronological understanding

Understanding and using appropriately dates, vocabulary and conventions that describe historical periods and the passing of time.

Developing a sense of period through describing and analysing the relationships between the characteristic features of periods and societies.

Building a chronological framework of periods and using this to place new knowledge in its historical context.

2 Cultural, ethnic and religious diversity

Understanding the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and how these have shaped the world.

3 Change and continuity

Identifying and explaining change and continuity within and across periods of history.